It seems each year I work at puzzling
through negativity in students around writing. Reluctant writers, they’ve been
called. They have been characterized as unwilling, difficult, and/or unable.
Yet, I wonder if my classroom make-up has been comprised of “would-be-writers,”
as in, students who would want to write and would enjoy writing if they had a
chance to be writers.

I’m fearful that in an effort to
deliver good writing instruction, we may have actually exacerbated the
challenges of writing by establishing conditions in which students have been
expected to write as a performance, an attempt to meet certain specifications as
outlined by their teachers. Conversations with students often
reveal that writing is perceived as a task or assignment to be completed,
something that is done to fulfill teachers’ directions. Do we create this by
imposing routines and structures with too many parameters and prompts in an
attempt to “cover” writing objectives?

Donald Graves’ work describes the
necessity of a different outlook. Graves’ writings and research cause us to
slow down as practitioners, and he refocuses us on the students…the writers. Children
Want to Write is a compilation of Graves’ work that invites teachers to
slow down, to reflect, and to consider what it means to be a writer—both by
engaging in the practice of writing ourselves and by trying on the mindset of
our students to understand their development as writers.

I accepted this invitation from
Graves (through the work of Penny Kittle and Tom Newkirk) in the summer months,
spending days with my copy of Children Want to Write. My own thinking
and reflection, scrawled in the margins and in and around the text, prompted a
freshness for me in returning to writing workshop in the fall—I was enthused
about inviting students to write, and I was a renewed writer myself. When the
opportunity arose in my school community to propose titles of professional
texts to be considered for a building-wide book study, Children Want to
Write was atop my list. I enthusiastically shared my hope that this work
would become a basis for wide reaching discussion about writing instruction. I
hoped others would have a stirring reaction to the text and that it would
inspire us to create conditions school-wide to develop writers,
to guide students in self-discovery through writing, to facilitate a shift in
student affect towards writing.

After reading the first chapter
herself, Graves’ strong invitation to teachers of writing to be writers
themselves sparked my principal with energy to encourage our staff to engage in
writing themselves. Hoping to encourage us, she enlisted the PTA’s support to
purchase Moleskin notebooks for each participating staff member. Each book
study session incorporates at least one invitation to write with an optional
prompt for those who want a starting place.

Our work with Children Want to
Write is significant and important, a message emphasized in the choice to hold our book study sessions during reserved staff meeting times. This communicates
that the work we are doing as a learning community is worth the investment of
time and energy. Our book study group includes classroom teachers, special
education teachers, our literacy coach and interventionists, and our principal. The
experience of the group ranges from those who were fortunate to hear
Graves speak in person at the onset of his revolution to first year teachers
who are absorbing his influence eagerly, having been impacted by the work of Graves in their own formative years.

The shared conversations, the
commitment to deeper learning about writing instruction that positively impacts
students, the redirection to the writers we are developing…these things make me
hopeful. I am hopeful that Children Want to Write, and what we as
professionals do with it, can be a catalyst to change writing for our students
in big ways. I am hopeful that we can create an environment for learning with fewer “would-be-writers”
and more students (and teachers) who proudly identify themselves as writers.